Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDFV014, 'Provide programs for people who have been subjected to domestic and family violence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide programs for people who have been subjected to domestic and family violence' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Engage person in a supportive process | 1.1 Analyse existing case information about the user of domestic and family violence as the basis for work 1.2 Establish an appropriate physical space that conveys safety and privacy 1.3 Establish trust and collaboration with the person who has been subjected to family violence, including explanation of the process 1.4 Use engagement and questioning techniques that invite the person to share their perspectives and concerns 1.5 Maintain an ethical relationship with the person with appropriate boundaries 1.6 Attend to the appropriate cultural context for the client |
2. Acknowledge the seriousness of domestic and family violence on individual well being | 2.1 Convey messages that acknowledge the traumatic impact of domestic and family violence 2.2 Listen for the specific safety concerns of the person involved 2.3 Interrupt self-blame using supportive communication techniques 2.4 Recognise how the dynamics of domestic and family violence have impacted the person’s ability to make decisions and plan 2.5 Recognise how the health status of the person has been impacted by domestic and family violence |
3. Prioritise safe interventions | 3.1 Clarify the current situation and circumstances of the person and their dependents 3.2 Clarify the client’s perception of safety 3.3 Manage dynamics of power in worker client relationship using interpersonal skills 3.4 Prepare a safety plan with the client based on identified needs 3.5 Provide accurate and current legal information according to the person’s needs 3.6 Identify the need for, and action referrals according to organisation procedures |
4. Identify and explore presenting problems | 4.1 Encourage the person to describe the presenting problems and explore their understanding of their concerns 4.2 Encourage the person to notice and discuss their concerns in relation to associated behaviours or situations 4.3 Elicit the person’s understandings of attempts to manage their concerns in the past 4.4 Encourage the person to describe actions they have taken to resist, minimise and avoid violence 4.5 Encourage the person to describe relationships of respect and trust they have experienced 4.6 Elicit the person’s understanding of ways to build respectful and trusting relationships |
5. Attend to practical concerns | 5.1 Explore safe accommodation options for the person 5.2 Collaboratively identify and explore the concerns and issues that impact on the person’s situation and life 5.3 Collaboratively explore the person’s support networks and sources of assistance 5.4 Make relevant referrals according to organisation policies and procedures and the person’s specific needs |
6. Promote realistic and achievable actions that support safety | 6.1 Recognise and work with the impact of diversity and cultural obligations on the client's ability to change their circumstances 6.2 Recognise and work with the significance of the client's perception and assessment of safety 6.3 Recognise the client's ability to take appropriate actions in the timing most appropriate for the individual involved 6.4 Support and encourage actions that promote the individual's control of their situation |